Search results

This paper seeks to show optimal strategies for firms to cope with analysis and management of risks.

Empirical and experimental studies on gender differences in risk analysis and risk management are reported and assessed.

Women appear less sensitive to probabilities and more pessimistic towards gains than men. In risk management, women seem to have a comparative advantage with respect to diversification and communication tasks.

Empirical testing of the hypothesis that mixed teams of senior managers optimize risk analysis and management is still missing. Deeper insights into the optimal structure of men's and women's cooperation with respect to risk analysis and management are missing.

A well established cooperation of men and women at the senior management level appears recommendable for firms which strive for an optimization of their risk analysis and risk management. Furthermore, such cooperation is desirable with respect to a society's perspective.

Identification of gender differences in risk analysis and management are pointed. Such differences matter since analysis and management of risk are decisive issues for firms.

We review the experimental evidence on risk aversion in controlled laboratory settings. We review the strengths and weaknesses of alternative elicitation procedures, the strengths and weaknesses of alternative estimation procedures, and finally the effect of controlling for risk attitudes on inferences in experiments.

This chapter investigates the ongoing process of academization within the field of educational therapy in Germany, particularly in the context of the introduction of university degrees in integrative educational therapy and the psychology of learning. The introduction of these degrees brought about transformative changes in the professional landscape. Educational therapists holding such degrees often demonstrate a more advanced understanding of their roles, which is underpinned by thorough university education and the legitimizing influence of their academic titles. Prior to the establishment of these degree programs, the field of educational therapy was notably unregulated, devoid of a protected professional title or a specific qualification. This lack of regulation resulted in a proliferation of varied providers, giving rise to what’s known as the “after-school market” phenomenon. This chapter explores the genesis and institutionalization of degree programs in educational therapy as a path toward professionalizing the field. It reveals the crucial role that professional associations along with scientific experts have played in launching these degree programs. Additionally, it discusses the impact of competition among different approaches to educational therapy within this rapidly evolving landscape.